Pub Date : 2024-01-02DOI: 10.32589/1817-8510.2023.4.295039
Alla Melnyk
The article analyses the present condition of training foreign language teachers / university teachers using pertinent scientific sources. Its objective is to comprehend the scientific developments in cultivating intercultural communicative competence among prospective educators, which have been acknowledged in the scientific realm. This understanding is central to the creation of a theoretical structure for the establishment of professionally focused communicative competence (PFCC) in prospective English university teachers. Despite the progressions in artificial intelligence, teaching professions remain crucial, as automated systems cannot substitute them entirely. The study utilizes analysis, synthesis, comparison, and generalization to comprehensively examine scientific and methodological literature, as well as European and national higher education regulations. It presents a categorical evaluation of «professionally focused communicative competence», which is a subcategory of «intercultural communicative competence». The current state of methodological foundations and scientific support of the process of formation of prospective university specialists’ intercultural communicative competence outlines the following problems: incomplete detailing in the professionally focused foreign language training of bachelors and masters of education; lack of a state standard of higher language education for the training of future teachers / university teachers of English as a Foreign Language (EFL); limitations of textbooks and manuals for students of the second (master’s) level of higher education. For the successful implementation of the researched training in scientific theory and practice there is an understanding of the need to design: a holistic concept of intercultural foreign language teaching across various educational institutions, (proposed by S. Y. Nikolaieva), based on the principle of continuity; a foreign language training system for future educational specialists, taking into account the specifics of their specialty and further professional development, requirements for foreign language proficiency, needs of the rapidly changing labour market and, as a result, modernisation of professional training technologies, practical implementation of effective forms and methods of their training in the educational process of higher education institutions
文章利用相关科学资料分析了外语教师/大学教师培训的现状。其目的是了解在培养未来教育工作者的跨文化交际能力方面的科学发展，这些发展已得到科学界的认可。这种理解对于为未来的大学英语教师建立以专业为重点的交际能力（PFCC）的理论结构至关重要。尽管人工智能在不断进步，但教师职业仍然至关重要，因为自动化系统无法完全替代教师。本研究采用分析、综合、比较和概括的方法，全面研究了科学和方法论文献，以及欧洲和国家高等教育法规。它对 "跨文化交际能力 "的一个子类别 "以专业为重点的交际能力 "进行了分类评价。对未来大学专家跨文化交际能力培养过程的方法论基础和科学支持的现状概述了以下问题：本科生和硕士生以专业为重点的外语培训细节不完整；缺乏培养未来教师/大学英语教师（EFL）的国家高等语言教育标准；高等教育第二阶段（硕士）学生的教科书和手册有限。为了在科学理论和实践中成功实施所研究的培训，需要设计：跨不同教育机构的跨文化外语教学的整体概念（由 S. Y. Nikolaieva 提出），其基础是 "跨文化外语教学"。尼古拉耶娃提出）；未来教育专家的外语培训体系，考虑到他们的专业特点和进一步的职业发展、对外语水平的要求、快速变化的劳动力市场的需求，以及因此而导致的专业培训技术的现代化，在高等教育机构的教育过程中切实落实有效的培训形式和方法。
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Pub Date : 2024-01-02DOI: 10.32589/1817-8510.2023.4.295051
Yu. Hrykun
Introduction. This article is dedicated to the problem of efficiency of using the multimedia aids in Japanese language teaching at the modern stage considering peculiarities of perception of today’s students (students of Net Generation). On the base of the mentioned above as the object of our research were chosen video clips from Youtube for teaching Japanese language which have mnemonic song as an element of edutainment. Тhe purpose of this article is to show the potential of mnemonic song which is supporting the images of learning content during teaching Japanese and also to show efficiency of video clips with mnemonic songs. Methods. We have provided the analytical review of the recent tendencies in teaching, using multimedia in particular, and demonstrated its benefits and efficiency. Results. Having analyzed mentioned above educational and entertainment video clips with mnemonic songs we developed the detailed classifications of those basing on such criteria as the object of teaching (vocabulary, grammar, writing), peculiarities of layout of study material (visual and audial), made detailed description of those structure and pointed those special aspects. Also we provided the classification of the Japanese mnemonic songs and demonstrated its connection with other classifications mentioned above. Conclusion. On the basis of the conducted analysis it’s possible to state that the educational and entertainment video clips with mnemonic songs can be considered the effective tool of teaching Japanese language for the students of modern generation since those correspond to their peculiarities of perception and improve memorizing of content in entertaining mode which makes studying Japanese more effective at different stages.
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Pub Date : 2024-01-02DOI: 10.32589/1817-8510.2023.4.295053
Yevhenii Melnyk
This work has a set of tasks united by the topic “A grammar test”. The purpose of these tasks is to do a French grammar test by students at the B2 level, who have to correct different errors in an authentic text. The context and the tasks for checking students’ orthographic and grammatical competences, as well as for practicing receptive and productive skills, are based on the lyrics of the song “C’est la faute à l’amour”. The lyrics contain typical spelling and grammar mistakes which are often made by French native speakers. The proposed set of tasks will allow students to test their orthographic and grammar skills and review a significant number of fundamental French rules.
本作品以 "语法测试 "为主题，包含一系列任务。这些任务的目的是对 B2 水平的学生进行法语语法测试，让他们纠正一篇真实文章中的不同错误。检查学生正字法和语法能力以及练习接受和生产技能的语境和任务均以歌曲 "C'est la faute à l'amour "的歌词为基础。歌词中包含以法语为母语者常犯的典型拼写和语法错误。建议的这套任务将让学生测试他们的正字法和语法技能，并复习大量的法语基本规则。
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Pub Date : 2024-01-02DOI: 10.32589/1817-8510.2023.4.295043
H. Podosynnikova, Artem Priadka
The article is devoted to the problem of developing critical reading competence and critical thinking skills of pre-service English language teachers by means of interactive teaching on the material of authentic short stories. The phenomenon of critical thinking is considered thoroughly, its definition is given, and its features are described. Critical thinking is defined as the process of using cognitive techniques and strategies with the purpose of skilful and active understanding and evaluation of observations, communication, information, and argumentation that increase the probability of obtaining the desired final result. The critical thinking skills are outlined, as well as the stages of their formation in correlation with the stages of interactive foreign language teaching. The definitions of critical reading and critical reading competence are worked out. It is established that critical reading is a process of reading which presupposes the use of reflection with the purpose of content evaluation and reasonable judgments in relation to it. Critical reading competence is defined as a person’s ability to read authentic texts of various genres with full understanding, analysis, and evaluation of their content; which is based on relevant abilities, skills, knowledge, and communication skills, in order to respond intelligently and adequately to what is read. The potential of using authentic short stories to develop critical reading competence of pre-service English language teachers has been explored. The difficulties of forming critical reading competence on the material of authentic short stories are considered. The methodology of teaching critical reading on the material of authentic short stories to pre-service English language teachers is suggested: the stages of developing critical reading skills are distinguished and described; the strategies and techniques of teaching critical reading on the material of authentic short stories with interactive method are presented.
{"title":"Forming pre-service English language teachers’ competence in critical reading through authentic short stories","authors":"H. Podosynnikova, Artem Priadka","doi":"10.32589/1817-8510.2023.4.295043","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.4.295043","url":null,"abstract":"The article is devoted to the problem of developing critical reading competence and critical thinking skills of pre-service English language teachers by means of interactive teaching on the material of authentic short stories. The phenomenon of critical thinking is considered thoroughly, its definition is given, and its features are described. Critical thinking is defined as the process of using cognitive techniques and strategies with the purpose of skilful and active understanding and evaluation of observations, communication, information, and argumentation that increase the probability of obtaining the desired final result. The critical thinking skills are outlined, as well as the stages of their formation in correlation with the stages of interactive foreign language teaching. The definitions of critical reading and critical reading competence are worked out. It is established that critical reading is a process of reading which presupposes the use of reflection with the purpose of content evaluation and reasonable judgments in relation to it. Critical reading competence is defined as a person’s ability to read authentic texts of various genres with full understanding, analysis, and evaluation of their content; which is based on relevant abilities, skills, knowledge, and communication skills, in order to respond intelligently and adequately to what is read. The potential of using authentic short stories to develop critical reading competence of pre-service English language teachers has been explored. The difficulties of forming critical reading competence on the material of authentic short stories are considered. The methodology of teaching critical reading on the material of authentic short stories to pre-service English language teachers is suggested: the stages of developing critical reading skills are distinguished and described; the strategies and techniques of teaching critical reading on the material of authentic short stories with interactive method are presented.","PeriodicalId":513122,"journal":{"name":"The scientific and methodological journal \"Foreign Languages\"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139391398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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